|Name||Sacred Heart Catholic Primary School, Hastings|
|Ofsted Inspection Rating||Good|
|Address||Old London Road, Hastings, TN35 5NA|
|Religious Character||Roman Catholic|
|Number of Pupils||239 (50.2% boys 49.8% girls)|
|Number of Pupils per Teacher||20.6|
|Local Authority||East Sussex|
|Percentage Free School Meals||13.8%|
|Percentage English is Not First Language||13.6%|
|Pupils with SEN Support||8.2%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (01 November 2017)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
Sacred Heart is smaller than the average-sized primary school. There is one class in each year group. However, in September 2017 the school opened an additional Reception class at relatively short notice. This will be a ‘bulge’ year group for the next seven years. The headteacher took up his post in September 2012. The proportion of disadvantaged pupils is smaller than that found nationally. The majority of pupils have White British backgrounds; however, nearly one quarter of pupils are from other minority groups. The proportion of pupils who have SEN and/or disabilities is below that found nationally. However, the proportion of pupils who have an education, health and care plan is in line with national figures. The school meets requirements on the publication of specified information on its website. The school meets the government floor standards, which set out the minimum expectations for pupils’ progress and attainment in primary schools by the end of key stage 2.
Summary of key findings for parents and pupils
This is a good school Leaders have created a school community where staff, governors and parents work together positively to ensure that pupils have every opportunity to thrive academically, socially and emotionally. Following a long period of slow decline, the current leadership team is rapidly improving the quality of teaching so that it is now good. Good teaching has led to improved outcomes for pupils in all key stages. Overall attainment in reading, writing and mathematics at the end of key stage 2 is above average. Furthermore, the proportion of pupils who meet the required standard in the Year 1 phonics screening check has improved dramatically. Disadvantaged pupils and those pupils who have special educational needs (SEN) and/or disabilities make good progress because of the effective additional support. Safeguarding is effective. Leaders and governors are tenacious and unrelenting in ensuring that every possible action is taken to keep pupils safe. Children make a good start to their education in the early years. Parents praise the smooth transition to school and the support that the youngest children receive from their ‘best buddies’ in Year 6. Pupils’ behaviour is exemplary. There are outstanding opportunities to help them develop personally into mature citizens who are well equipped for the next stage of their education and life in modern Britain. The curriculum is broad and balanced and promotes pupils’ spiritual, moral, social and cultural development very well. In recent years, outcomes, while improving, have been stronger in reading and writing than in mathematics. Not enough of the most able pupils achieve the higher standards in mathematics at the end of key stage 2. Leaders do not have a clear overview of how pupils’ skills are developed and assessed in subjects other than English and mathematics. As a result, the progress that pupils make in different subjects is variable. Subject leaders have limited opportunities to check standards and lead improvements in their areas of responsibility. This restricts the impact they can have on raising standards.